Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? I know nothing about gamification when it comes to the classroom... Having said that I am a PDHPE teacher so incorporating games into practical PE lessons is very much second nature. I wonder is this the same thing?
W = What do you want to learn? I want to learn how to engage students in subjects that they would otherwise find "boring" or not relevant to them.
L = What have you learned? (we'll do this last one later) I learned the difference between gamification and GBL
Level 3 K - I now know that gamification is a continuum and does not necessarily need to be technology based W - I want to learn more about Fantasy Geo Politics L - I learnt that to incorporate more gamification into lessons that instruction needs to be redesigned to be more game like (as suggested by Karl Kapp)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate. The article by Mark Pransky was really interesting as was Nicole Lazzaro's video. In my own teaching at the moment I'd say I'm doing mostly offline gamification in the form of reward charts and merit awards.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. Learning outcomes - Aboriginal rights, more specifically Charles Perkins and the Freedom Ride. These outcomes might benefit from gamification in the following ways. Students split up into teams and are given a map of NSW. They then research the areas of NSW that the Freedom Riders went and mark them on the map. Teams are given points based on how many areas they are able to mark off on the map. They get more points for being able to explain what happened in a particular town. This can be presented either digitally or on a poster at the front of the room.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity? I used a simple board game (Scattergories) but this could be tailored to a particular subject by coming up with 3 categories. For example, in geography you could have topics like Australian cities, Australian Flora and Fauna and terms/words covered in class. The first student to have an answer for each category says "stop" and everyone else must stop writing. They then go through answers and get points accordingly.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.) To me this seems like a highly structured gamification experience as the levels of progression, rules and expectations are very clear. The path to rewards/certificates are also clearly outlined. There is an obvious chance to improve skills (through reading). The interaction with other students would be limited to them talking about how many books they have read. In terms of fun elements I think it would be mainly easy fun.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.) For some reason the links to this wouldn't work. Not sure if it's my computer though but I did try quite a few times from different devices...
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Year 10 PDHPE Lesson (theory component)
Lesson Outcomes 5.3 A student analyses factors that contribute to positive, inclusive and satisfying relationships 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people 5.7 A student analyses influences on health decision making abd develops strategies to promote health and safe behaviours
Description of Audience (Age, likes, dislikes, motivation) Year 10 Boys at a behavioural high school. In any class there is a wide range of abilities from highly capable down to very limited academic abilities. Students are at risk of not getting education in a mainstream setting. Likes - socialising, competition, sport, discussion. Dislikes - writing for long periods. Motivation - success, fun, learning in non-traditional ways.
Time Constraints (How many hours/lessons/weeks/terms will you have to complete intended gamified experience) 1 x 40 min period a week for 3 weeks. Short length of time so they don't get bored. High absence rate so unlikely to have full cohort at any one time.
Game Elements (game dynamics, game components, game mechanics)
Dynamics - the purpose of this is to get students thinking about the broad issue of drugs and alcohol but presenting it in a way that promotes discussion in a responsible manner. It would start at the very basic level of types of drugs and progress to its effect not only on the individual but on this around them. Constraints would be students missing out on lessons due to absenteeism or counselling.
Components - leader board chart at the front of the room with stickers and points for completing each task.
Mechanics - a small amount of writing at the start to settle the class and get them to focus. Followed by 10 minute discussion. Students could choose to work individually or in pairs (although pairs can be tricky of people are away). Competition and gaming takes place in the second part of the lesson and is based on topics discussed. How well students do here depends on where they go on the leader board. Feedback is immediate from digital computer games. End of lesson is debrief on how game can be translated to the "real world" and its relevance. Bonus points for involvement in discussion goes onto the leader board.
Fun Check (easy, hard, serious, social fun) Easy - because of exploration and discussion about the "what ifs" Social - because games played are amusing Hard - because the leader board provides competition
Description of Task
Lesson 1 - open with writing for 5 min about drug types, legal vs illegal and effects on body. Discussion for 10 min about ages at which people try drugs, why, where they get them from (alcohol snuck from home, cigarettes from parents or street drugs at parties, etc), long term drug use and who else is affected by the person using drugs (family and relationship breakdown, etc). Students in pairs or on own write names on chart at front of room (leader board). For the next 15 min they then complete the quizzes for steroids, nicotine and marijuana on "Test Your Knowledge" (teens.drugabuse.gov/activities/test-your-knowledge). The number of correct questions they get is the number of points that goes on the leader board. They then play "Smoke and Ladders" (www.oxygen.org.au/games/smokes-and-ladders) against another student or team. 2 points for a win and 1 for a loss. The last 10 min of the lesson is discussion about something new they learned about steroids/nicotine/marijuana, differences between the 3, why marijuana might be considered a "soft" or "gateway" drug or any other questions they might have. Points awarded for involvement in discussion.
Lesson 2 - open with writing for 5 min about relationships, examples of, reasons for having them, differences between a positive and negative relationship. Discussion for 10 min about how relationships can change (depending on age), reasons for this (going to a new school, new group of friends), risks that can be taken (drinking, drugs, parties) and why someone might feel they can't say no to taking risks, examples of party drugs. Review of points on the leader board. For the next 15 min students complete the quizzes for methamphetamines, hallucinogens and stimulants on "Test Your Knowledge" (teens.drugabuse.gov/activities/test-your-knowledge).The number of correct questions they get is the number of points that goes on the leader board. They then think about choices that young people are presented with when they go out and play the game "Don't Turn a Night Out Into a Nightmare" (www.drinkingnightmare.gov.au and click on the game option). The last 10 min of the lesson is a debrief of choices made in the game and the consequences of them. Points are awarded for teams able to suggest an alternative choice and possible consequence that they were presented with in the game.
Lesson 3 - open with writing for 5 min about risk, especially individual and sociocultural factors and how they can influence a person's decisions. Discussion for 10 min about how drug use can influence the types of risk taken, how it can impede judgement and contribute to violence in relationships. The next 5 minutes are spent playing a hand eye coordination computer test (www.iol.ie/~dluby/escape.htm). Students do this in silence and then again with distractions in the room. Compare the results. Discuss how this relates to drug use and decision making (it clouds judgement).Review of points on the leader board.For the next 15 min students play the Pure Rush Online Drug Education Game (https://comorbidity.edu.au/news/pure-rush-online-drug-education-game). Points are awarded for how far a team can get in a given time frame (say 10 min). Extra points are awarded for being able to recall drug facts that are brought up during the game or discussion about why some situations are more likely to result in being exposed to drugs (examples of drug culture). the last 5 min is a debrief on games covered in the last 3 lesson, what students learned from them. Bonus points for involvement in discussion. Final points tallied up and winner announced.
Have you filled in the evaluation? Have you found the bonus level content? Thanks for a great course! Very informative and eye opening. I've got alot of research to do!
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? I know nothing about gamification when it comes to the classroom... Having said that I am a PDHPE teacher so incorporating games into practical PE lessons is very much second nature. I wonder is this the same thing?
W = What do you want to learn? I want to learn how to engage students in subjects that they would otherwise find "boring" or not relevant to them.
L = What have you learned? (we'll do this last one later) I learned the difference between gamification and GBL
Level 3
K - I now know that gamification is a continuum and does not necessarily need to be technology based
W - I want to learn more about Fantasy Geo Politics
L - I learnt that to incorporate more gamification into lessons that instruction needs to be redesigned to be more game like (as suggested by Karl Kapp)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate. The article by Mark Pransky was really interesting as was Nicole Lazzaro's video. In my own teaching at the moment I'd say I'm doing mostly offline gamification in the form of reward charts and merit awards.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. Learning outcomes - Aboriginal rights, more specifically Charles Perkins and the Freedom Ride. These outcomes might benefit from gamification in the following ways. Students split up into teams and are given a map of NSW. They then research the areas of NSW that the Freedom Riders went and mark them on the map. Teams are given points based on how many areas they are able to mark off on the map. They get more points for being able to explain what happened in a particular town. This can be presented either digitally or on a poster at the front of the room.Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity? I used a simple board game (Scattergories) but this could be tailored to a particular subject by coming up with 3 categories. For example, in geography you could have topics like Australian cities, Australian Flora and Fauna and terms/words covered in class. The first student to have an answer for each category says "stop" and everyone else must stop writing. They then go through answers and get points accordingly.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.) To me this seems like a highly structured gamification experience as the levels of progression, rules and expectations are very clear. The path to rewards/certificates are also clearly outlined. There is an obvious chance to improve skills (through reading). The interaction with other students would be limited to them talking about how many books they have read. In terms of fun elements I think it would be mainly easy fun.Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.) For some reason the links to this wouldn't work. Not sure if it's my computer though but I did try quite a few times from different devices...
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Year 10 PDHPE Lesson (theory component)
Lesson Outcomes
5.3 A student analyses factors that contribute to positive, inclusive and satisfying relationships
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people
5.7 A student analyses influences on health decision making abd develops strategies to promote health and safe behaviours
Description of Audience (Age, likes, dislikes, motivation)
Year 10 Boys at a behavioural high school. In any class there is a wide range of abilities from highly capable down to very limited academic abilities. Students are at risk of not getting education in a mainstream setting. Likes - socialising, competition, sport, discussion. Dislikes - writing for long periods. Motivation - success, fun, learning in non-traditional ways.
Time Constraints (How many hours/lessons/weeks/terms will you have to complete intended gamified experience)
1 x 40 min period a week for 3 weeks. Short length of time so they don't get bored. High absence rate so unlikely to have full cohort at any one time.
Game Elements (game dynamics, game components, game mechanics)
Dynamics - the purpose of this is to get students thinking about the broad issue of drugs and alcohol but presenting it in a way that promotes discussion in a responsible manner. It would start at the very basic level of types of drugs and progress to its effect not only on the individual but on this around them. Constraints would be students missing out on lessons due to absenteeism or counselling.
Components - leader board chart at the front of the room with stickers and points for completing each task.
Mechanics - a small amount of writing at the start to settle the class and get them to focus. Followed by 10 minute discussion. Students could choose to work individually or in pairs (although pairs can be tricky of people are away). Competition and gaming takes place in the second part of the lesson and is based on topics discussed. How well students do here depends on where they go on the leader board. Feedback is immediate from digital computer games. End of lesson is debrief on how game can be translated to the "real world" and its relevance. Bonus points for involvement in discussion goes onto the leader board.
Fun Check (easy, hard, serious, social fun)
Easy - because of exploration and discussion about the "what ifs"
Social - because games played are amusing
Hard - because the leader board provides competition
Description of Task
Lesson 1 - open with writing for 5 min about drug types, legal vs illegal and effects on body. Discussion for 10 min about ages at which people try drugs, why, where they get them from (alcohol snuck from home, cigarettes from parents or street drugs at parties, etc), long term drug use and who else is affected by the person using drugs (family and relationship breakdown, etc). Students in pairs or on own write names on chart at front of room (leader board). For the next 15 min they then complete the quizzes for steroids, nicotine and marijuana on "Test Your Knowledge" (teens.drugabuse.gov/activities/test-your-knowledge). The number of correct questions they get is the number of points that goes on the leader board. They then play "Smoke and Ladders" (www.oxygen.org.au/games/smokes-and-ladders) against another student or team. 2 points for a win and 1 for a loss. The last 10 min of the lesson is discussion about something new they learned about steroids/nicotine/marijuana, differences between the 3, why marijuana might be considered a "soft" or "gateway" drug or any other questions they might have. Points awarded for involvement in discussion.
Lesson 2 - open with writing for 5 min about relationships, examples of, reasons for having them, differences between a positive and negative relationship. Discussion for 10 min about how relationships can change (depending on age), reasons for this (going to a new school, new group of friends), risks that can be taken (drinking, drugs, parties) and why someone might feel they can't say no to taking risks, examples of party drugs. Review of points on the leader board. For the next 15 min students complete the quizzes for methamphetamines, hallucinogens and stimulants on
"Test Your Knowledge" (teens.drugabuse.gov/activities/test-your-knowledge). The number of correct questions they get is the number of points that goes on the leader board. They then think about choices that young people are presented with when they go out and play the game "Don't Turn a Night Out Into a Nightmare" (www.drinkingnightmare.gov.au and click on the game option). The last 10 min of the lesson is a debrief of choices made in the game and the consequences of them. Points are awarded for teams able to suggest an alternative choice and possible consequence that they were presented with in the game.
Lesson 3 - open with writing for 5 min about risk, especially individual and sociocultural factors and how they can influence a person's decisions. Discussion for 10 min about how drug use can influence the types of risk taken, how it can impede judgement and contribute to violence in relationships. The next 5 minutes are spent playing a hand eye coordination computer test (www.iol.ie/~dluby/escape.htm). Students do this in silence and then again with distractions in the room. Compare the results. Discuss how this relates to drug use and decision making (it clouds judgement). Review of points on the leader board. For the next 15 min students play the Pure Rush Online Drug Education Game (https://comorbidity.edu.au/news/pure-rush-online-drug-education-game). Points are awarded for how far a team can get in a given time frame (say 10 min). Extra points are awarded for being able to recall drug facts that are brought up during the game or discussion about why some situations are more likely to result in being exposed to drugs (examples of drug culture). the last 5 min is a debrief on games covered in the last 3 lesson, what students learned from them. Bonus points for involvement in discussion. Final points tallied up and winner announced.
Have you filled in the evaluation? Have you found the bonus level content?
Thanks for a great course! Very informative and eye opening. I've got alot of research to do!